Atores sociais e estratégias de argumentação : uma análise comparativa em Corpus de redação estilo ENEM

Abstract

This study seeks to analyze how social actors are mobilized in the intervention proposals of O Exame Nacional do Ensino médio (ENEM) and how this mobilization is connected to the argumentative process developed throughout the essay, especially in the relationship between Competencies III and V. We start from the assumption that the choice of social actors does not occur in isolation or randomly, but is constituted based on the text project and the argumentative strategies previously developed by the participant. The corpus used for this research consists of ENEM-style essays collected from public domain on the UOL Educação website, covering different years, which allowed a comparative analysis of the recurrence and coherence in the selection of social actors over time. The adopted methodological procedures are based on a qualitative and analytical approach grounded in the theoretical contributions of Fiorin (2018), Garcez and Corrêa (2017), Marcuschi (2008), as well as the guidelines presented in the ENEM Participant's Handbook (Brazil, 2019; 2024). The analysis focused on identifying the social actors present in the intervention proposals and examining their relationship with the arguments developed throughout the text, considering the processes of selection, organization, relation, and interpretation of information required by Competence III. It was concluded that, over the years, there has not been a significant diversification in the choice of social actors, initially observing their absence or lack of coordination and, later, their standardization, especially in the recurrence of the “government” as a formulaic element. Such behavior shows that, in many cases, the proposed intervention is built from memorizing structural models rather than as a logical continuation of the argument developed in the text.